Practicum IEP Assignment Fa13

8/13/2019 Practicum IEP Assignment Fa13

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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_

INDIVIDUALIZED EDUCATION PROGRAM (CONFERENCE SUMMARY REPORT)

DATE OF MOST RECENT EVALUATION:__11__/__15__/__13__DATE OF NEXT REEVALUATION:__11__/__12__/_14__

PURPOSE OF CONFERENCE(Check all that apply)

Review of Existing Data Reevaluation IEP Review/Revision Manifestation Determination Termination of Placemen

Initial Eligibility Initial IEP Transition Graduation Other (e.g. FBA/BIP)____

STUDENT IDENTIFICATION INFORMATIONSTUDENTS ADDRESS (Street, City, State, Zip Code)

Almond Drive, Urbana, IL, 61820

STUDENTS DATE OF BIRTH

10-20-01

SIS ID NUMBER

999-99-999

MALE

FEMALE

ETHNICITY

Hispanic

LANGUAGE/MODE OF COMMUNICATIONUSED BY STUDENTSpeech-English

CURRENT GRADE LEVEL

7thgrade

ANTICIPATED DATE OF HS GRADUA

June, 2019

PLACEMENT(To be completed after placement determination)

ASSIST program at Urbana Middle School

YES NO Placement is in Resident School

DISABILITY(S)Intellectual DisabilitySpeech/Language Impairment

MEDICAID NUMBER

RESIDENT DISTRICT

Urbana School District 116

SERVING DISTRICTUrbana School District 116

RESIDENT SCHOOL

Urbana Middle School

SERVING SCHOOL

Urbana Middle School

PARENT/GUARDIAN INFORMATION(1) PARENTS NAME Educational Surrogate Parent

Ren M(2) PARENTS NAME Educational Surrogate Parent

(1) PARENTS ADDRESS (Street, City, State, Zip Code)

Almond Drive, Urbana, Il, 61820

(2) PARENTS ADDRESS (Street, City, State, Zip Code)

(1) PARENTS TELEPHONE NUMBER (include Area Code)

222-888-1234(2) PARENTS TELEPHONE NUMBER (Include Area Code)

(1) LANGUAGE/MODE OF COMMUNICATION USED BY PARENT(S)

Speech-English

Yes No Interpreter

(2) LANGUAGE/MODE OF COMMUNICATION USED BY PARENT(S)

Yes No Interpreter

PARTICIPANTS

Signature indicates attendance. Check appropriate boxes to indicate which meetings were attended. Anyone serving in a dual role should indicate so on

the following lines. If a required participant participates through written input or is excused from all or part of the IEP meeting, the required excusal andwritten report, as necessary, is attached.

ELIG.REVIEW IEP

ELIG.REVIEW IEP

Ren M

Parent School Social Worker

Joan WallParent Speech-Language Pathologist

Student AMStudent Bilingual Specialist

Ron TamLEA Representative Interpreter

Fred CoopGeneral Education Teacher Other (specify)

Chad BobbitSpecial Education Teacher Other (specify)

Sal TruffSchool Psychologist Other (specify)

If the parent(s) did not attend the IEP meeting, document the attempts to contact the parent(s) prior to the IEP meeting.

PROCEDURAL SAFEGUARDS

Explanation of Procedural Safeguardswere provided to/reviewed with the parent(s) on ___________________________________________________

Transfer of Rights- Seventeen-year old student informed of his/her rights that will transfer to the student upon reaching age 18. Yes NA

Parent(s) were given a copy of the: Evaluation report and eligibility determination IEP

Districts behavioral intervention policies Districts behavioral intervention procedures (initial IEP onl


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DOCUMENTATION OF EVALUATION RESULTS

Complete for initial evaluations, reevaluations, or a review of an independent or outside evaluation.

Considering all available evaluation data, record the teams analyses of the students functioning levels. Only those areaswhich were identified as relevant to the current evaluation must be completed. All other areas should be noted as NoApplicable. Evaluation data may include: parental input, teacher recommendations, physical condition, social or culturabackground, adaptive behavior, record reviews, interviews, observations, testing etc. Describe the observed strengths and/odeficits in the students functioning in the following domains.

Academic Achievement (Current or past academic achievement data pertinent to current educational performance)

Functional Performance (Current or past functional performance data pertinent to current functional performance)

Cognitive Functioning (Data and other information regarding intellectual ability; how the student takes in information, understands information, and

expresses information)

Communicative Status (Information regarding communicative abilities (language, articulation, voice, fluency) affecting educational performance)

For ELL students explain ELL STATUS: Has Linguistic status Changed YES NO

Health(Current or past medical difficulties affecting educational performance)

Hearing/Vision (Auditory/visual problems that would interfere with testing or educational performance. Include dates and results of last hearing/visiontest)

Motor Abilities (Fine and gross motor coordination difficulties, functional mobility, or strength and endurance issues affecting educational performance)

Social/Emotional Status/Social Functioning (Information regarding how the environment affects educational performance (life history, adaptivebehavior, independent functioning, personal and social responsibility, cultural background)


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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_ELIGIBILITY DETERMINATION

(ALL DISAB ILITIES OTHER THAN SPECIFIC LEARNING DISAB ILITY)

DETERMINANT FACTORS

The determinant factor for the students suspected disability is:

Yes No Lack of appropriate instruction in reading, including the essential components of reading instruction

(Evidence Provided)_______________________________________________________________________Yes No Lack of appropriate instruction in math (Evidence Provided)________________________________________

Yes No Limited English Proficiency (Evidence Provided):________________________________________________

If any of the above answers is yes, the student is not eligible for services under IDEA and the team must complete Step 1 and 4 belowIf all of the answers are no, complete Steps 1-4.

COMPLETE FOR STUDENTS SUSPECTED OF HAVING A DISABILITY UNDER IDEA.

STEP 1 - DISABILITY

No Disability Identified (Complete Step 4 andwrite Not Eligible for Special Education Services in the Disability section of theConference Summary Report page.)

Disability IdentifiedBased on the teams analysis, identify the disability(s):

Primary Secondary

Autism (O) Cognitive Disability (A) Deaf/Blindness (H) Deafness (G) Developmental Delay (3-9) (N) Emotional Disability (K) Hearing Impairment (F)

Primary Secondary

Multiple Disabilities (M) Orthopedic Impairment (C) Other Health Impairment (L) Speech or Language Impairment (I) Traumatic Brain Injury (P) Visual Impairment including Blindness (E)

STEP 2 - ADVERSE EFFECTS

No Adverse Effect Identified(Complete Step 4 andwrite Not Eligible for Special Education Services in the Disability section of the Conference Summary Repor

page.)

Adverse Effect IdentifiedFor each disability identified, describe how the disability adversely affects the students educational performance

STEP 3 - EDUCATIONAL NEEDS

State to what extent the student requires special education and related services to address educational needs.

STEP 4 - ELIGIBILITY

Based on the steps above, the student is entitled to special education and related services.

No (Not Eligible) Yes (Eligible)


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DOCUMENTATION OF INTERVENTION/EVALUATION RESULTS(SPECIFIC LEARNING DISABILITY)

(Required as of the 2010-2011 School Year)

Complete for initial evaluations, reevaluations, or a review of an independent or outside evaluation when a specific learningdisability is suspected.

As part of the evaluation process, relevant behavior noted during observation in the childs age -appropriate learningenvironment, including the general education classroom setting for school-age children, and the relationship of that behavio

to the childs academic functioning and educationally relevant medical findings, if any, must be documented.PROBLEM IDENTIFICATION / STATEMENT OF PROBLEM:Using baseline data, please provide an initial performance discrepancy statement for all identified areas of concern in the relevant domains(academic performance; functional performance; cognitive functioning, communicative status (for ELL students includes an explanation of ELLstatus and any change in linguistic status); social/emotional status/functioning, motor abilities, health, hearing and vision) including informationabout the students performance discrepancy prior to intervention. Attach evidence.

PROBLEM ANALYSIS / STRENGTHS AND WEAKNESSES:Describe students skill strengths and weaknesses in the identified area(s) of concern within the relevant domains. Attach evidence, includingevidence of skills deficit versus performance deficit.

PLAN DEVELOPMENT / INTERVENTION(S):Describe the previous and current intervention plans (core/Tier 1, supplemental/Tier 2, and intensive/Tier 3) including evidence that theintervention is scientifically based and was implemented with integrity. Attach plan/evidence.

PLAN EVALUATION / EDUCATIONAL PROGRESS:Provide documentation of student progress over time as a result of the intervention. Attach evidence/graphs.

PLAN EVALUATION / DISCREPANCY:State the current performance discrepancy after intervention, i.e., the difference between a students level of performance compared to theperformance of peers or scientifically-based standards of expected performance. Attach evidence.

PLAN EVALUATION / INSTRUCTIONAL NEEDS:Summarize the students needs in the areas of curriculum, instruction, and environment. Include a statement of whether the students needs interms of materials, planning, and personnel required for intervention implementation are significantly different from those of general educationpeers. Attach evidence.

ADDITIONAL INFORMATION NECESSARY FOR DECISION-MAKING (INCLUDE AS APPROPRIATE):Report any educationally relevant information necessary for decision-making, including information regarding eligibility exclusionary andinclusionary criteria. Attach evidence.


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ELIGIBILITY DETERMINATION(SPECIFIC LEARNING DISABILITY)

(Required as of the 2007-2008 School Year)

Complete for initial evaluations, reevaluations, or a review of an independent or outside evaluation when a specific learning disability suspected.

DETERMINANT FACTORS

The determinant factor for the students suspected disability is:

Yes No Lack of appropriate instruction in reading, including the essential components of reading instruction(Evidence Provided)_______________________________________________________________________

Yes No Lack of appropriate instruction in math (Evidence Provided)________________________________________

Yes No Limited English Proficiency (Evidence Provided)_________________________________________________

If any of the above answers is yes, the student is not eligible for services under IDEA and the team must complete the EligibiliDetermination section accordingly. If all of the answers are no, complete the following sections.

EXCLUSIONARY CRITERIA

The team determined that the following factors are the primary basis for the students learning difficulties. Document the source ofevidence in each area:

Yes No A visual, hearing or motor disability:

Yes No Cognitive Disability:

Yes No Emotional disability:

Yes No Cultural factors:

Yes No Environmental or economic disadvantage:

If any of the boxes immediately above is checked yes, the student cannot have a primary eligibility of specific learning disability and thteam must complete the Eligibility Determination section accordingly.

INCLUSIONARY CRITERIA

Educational Progress (Over Time)Evidence in the Documentation of Evaluation Results should support the teams answer to this question.

Is the student progressing at a significantly slower rate than is expected in any areas of concern?

(Select One)No

Yes - The student is progressing at a significantly slower rate than expected

Yes - The student is currently making an acceptable rate of progress but only because of the intensity of the intervention that is

being provided.

If yes, in which area(s)?

Discrepancy (At One Point in Time)Evidence in the Documentation of Evaluation Results should support the teams answer to this question.

Is the students performance significantly below performance of peers or expected standards in any areas of concern?

(Select One)No

Yes - The students performance is significantly discrepant.

Yes - The students performance is not currently discrepant but only because of the intensity of the intervention that is being

provided.



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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_ELIGIBILITY DETERMINATION

(SPECIFIC LEARNING DISABILITY)(Required as of the 2007-2008 School Year)

Instructional NeedEvidence in the Documentation of Evaluation Results should support the teams answer to this question.

Are this students needs in any areas of concern significantly different from the needs of typical peers and of an intensity or type thatexceeds general education resources?(Select One)

No

Yes - The students instructional needs are significantly different and exceed general education resources.


I f any of the box es in th is sect ion (Inc lus ion ary Cri ter ia) are marked No, the student does not have a Specific LearninDisabi l i ty and the team must c omp lete the El ig ibi l i ty Determinat ion s ect ion according ly.

Optional CriteriaAfter determining that the criteria in the preceding section are met, the district may choose to use an IQ-achievement discrepancy modeIf using this model, complete this section.

IQ-Achievement Discrepancy:

Yes No NA Does a severe discrepancy exist between achievement and ability that is not correctable without specialeducation and related services? (Please refer to evidence in Documentation of Evaluation Results)


ELIGIBILITY DETERMINATION

Step 1: Disability Adversely Affecting Educational Performance

Yes No Based on the answers to the questions in the Determinant Factors, Exclusionary Criteria, and Inclusionary

Criteria, sections, does the student have a specific learning disability?

If the answer is no the student is not eligible for special education services under the category of Specific Learning Disability and theteam must complete Step 2 below.

If the answer is yes, indicate the area below and complete Step 2.

Basic reading skills

Reading fluency skills

Reading comprehension

Mathematical calculation

Mathematical problem solving

Written expression

Oral expression

Listening comprehension

Step 2: Special Education and Related Services

Specialized instruction isrequired in order for the student to make progress and reduce discrepancy (Eligible)

Specialized instruction is notrequired in order for the student to make progress and reduce discrepancy (Not Eligible)

Each team member must sign below to certify that the report reflects his/her conclusions for specific learning disability. Any participantwho disagrees with the teams decision must submit a separate statement presenting her/his conclusions.

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No


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DATA CHART(OPTIONAL)

REPORT OF PERFORMANCE (READING, WRITING, MATH)

Insert a data chart that displays the students performance in reading, writing, and/or math relative to his/her peer group. Data charts may be provided for other areas, as well.

REPORT OF PERFORMANCE(INSERT DATA CHA RT)

REPORT OF PERFORMANCE

(INSERT DATA CHA RT)


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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Complete for initial IEPs and annual reviews.

When completing this page, include all areas from the following list that are impacted by the students disabilityacademic performance, social/emotional status, independent functioning, vocational, motor skills, and speechand language/communication. This may include strengths/weaknesses identified in the most recent evaluation.

Students Strengths

Student AM can read 3-6 word sentences using boardmaker software. She can write her own first name without a model.AM can count to 10 independently, and to 15 with verbal prompts. She can make small purchases with one dollar billsthat are no more than 10 dollars total, and prices are set to the whole number with no tax. AM displays socialcharacteristics such as saying hi and bye to peers and staff. She can independently use a key to open and close herlocker, as well as independently use the bathroom. She also brushes her teeth, dresses herself, showers independently,and picks up after herself at home, including making her own bed. AM actively participates in group activities, art projects,PE activities, and can follow one-step directions.

Parental Educational Concerns/Input

The students mothers main concern is her daughters speech development. She wants her daughter to converse with

herself and others using 3 or more word sentences. She really wants to focus on I want... and sentences askingquestions. She wants Student AM to participate in more physical activity after school. This includes playing outside andwalking the dog. She would also like her daughter to participate in more age-appropriate activities such as hanging outwith her peers more instead of so much pretend play, as well as watching age-appropriate movies. Her mother indicatedthat it is a high priority for her daughter to learn to act appropriately in emergency situations, and being order to use thephone to get help. Some long term goals her mother has in mind include Student AM doing her own hair, tying her shoes,and making small meals in the microwave.

Students Present Level of Academic Achievement (Include strengths and areas needing improvement)

Student AM needs to learn to count numbers from 1-20. She needs to be able to write her first and last name without anyvisual prompts to copy off of. AM also needs to learn to identify all letters of the alphabet correctly.

Students Present Levels of Functional Performance (Include strengths and areas needing improvement)

Student AM needs to improve her ability to produce 3-4 word sentences. Targeted speech goals of both her mother andteacher are using I want ___ sentences, as well as asking questions using who, what, where, when, why, and how. Inmathematics, AM should learn to use the dollar up method when making small purchases that involve change in additionto full dollar amounts. AM needs to improve her ability to follow two-step directions. She currently must be promptedmultiple times in order to complete tasks when given more than one direction. Student AM needs to learn to tie her ownshoes to increase her independence because she wears mostly shoes with laces. AM also needs to increase herparticipation in physical activity throughout the week so that she may stay physically healthy. Another target area of bothher mother and teacher is being able to dial her phone number, as well as 911 in emergency situations and for safety.


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Describe the effect of this individuals disability on involvement and progress in the general education curriculum and thefunctional implications of the students skills.

Students disability affects her ability to be successful and make adequate progress in the general educationcurriculum. An alternate curriculum with one-on-one and small group support will enable this student to succeedin making progress toward her IEP goals.


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SECONDARY TRANSITION

Complete for students age 14 and older, and when appropriate for students younger than age 14. Post-school outcomesshould guide the development of the IEP for students age 14 and older.

AGE-APPROPRIATE TRANSITION ASSESSMENTSTransition Assessments(Including student and family survey/interview)

AssessmentType

ResponsibleAgency/Person

DateConducted

ReportAttached

Goal #

EMPLOYMENT None needed

EDUCATION None needed

TRAINING None needed

INDEPENDENT LIVING SKILLS None needed

POST-SECONDARY OUTCOMES (address by age 14 )

Indicate and project the desired appropriate measurable post-secondary outcomes/goals as identified by the student, parenand IEP team. Goals are based upon age appropriate transition assessments related to employment, education and/otraining, and where appropriate, independent living skills.

Employment (e.g., competitive, supported shelter, non-paid employment as a volunteer or training capacity, military): AND

Post-Secondary Education (e.g., community college, 4-year university, technical/vocational/trade school): AND/OR

Post-Secondary Training (e.g., vocational or career field, vocational training program, independent living skills training, apprenticeship, OJT, jobcorps): AND

IF APPLICABLE, Independent Living (e.g., independent living, health/safety, self-advocacy/future planning, transportation/mobility, socialrelationships, recreation/leisure, financial/income needs):

COURSE OF STUDY(address by age 14)

Identify a course of study that is a long-range educational plan or multi-year description of the educational program thadirectly relates to the student's anticipated post-school goals, preferences and interests as described above.

Year 1Age 14/15 Year 2Age 15/16 Year 3Age 16/17 Year 4Age 17/18 ExtendedAge 18-21

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TRANSITION SERVICES (address by age 141/2)

Please include, if appropriate, needed linkages for outside agencies, (e.g., DMH, DRS, DSCC, PAS, SASS, SSI, WIC, DHCFS,etc.)

INSTRUCTION (e.g., tutoring, skills training, prep for college entrance exam, accommodations, adult basic ed.)

(If none, indicate none)

Provider Agency and Position

Goal #(s) if appropriate

Date/Year to be Addressed

Date/Year Completed

RELATED SERVICES (e.g., transportation, social services, medical services, technology, support services)





Date/Year Completed

COMMUNITY EXPERIENCES (e.g., job shadow, work experiences, banking, shopping, transportation, toursof post-secondary settings)





Date/Year Completed

DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT LIVINGOBJECTIVES (e.g., career planning, guidance counseling, job try-outs, register to vote, adult benefits planning)

(If none, indicate none).




Date/Year Completed

APPROPRIATE ACQUISITION OF DAILY LIVING SKILLS AND/OR

FUNCTIONAL VOCATIONAL EVALUATION (e.g., self-care, home repair, home health, money,independent living, / job and career interests, aptitudes and skills)




Date/Year Completed

LINKAGES TO AFTER GRADUATION SUPPORTS/SERVICES (e.g. DRS,DMH, DSCC, PAS,SASS, SSI, WIC, DHCFS, CILs)




Date/Year Completed

HOME-BASED SUPPORT SERVICES PROGRAM

Yes No The student has a developmental disability and may become eligible for the program after reaching age 18 andwhen no longer receiving special education services.

If yes, complete the following statements:

Plans for determining the students eligibility for home-based services:

Plans for enrolling the student in the program of home-based services:

Plans for developing a plan for the students most effective use of home-based services after reaching age 18 andwhen no longer receiving special education services:

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FUNCTIONAL BEHAVIORAL ASSESSMENT (AS APPROPRIATE)

Complete when gathering information about a students behavior to determine the need for a Behavioral Intervention Plan.When used in developing a Behavioral Intervention Plan, the Functional Behavioral Assessment must be reviewed at an IEPmeeting and should be attached to the IEP.

The Functional Behavioral Assessment must include data collected through direct observation of the target behavior. Attachdocumentation of data collection.

Participant/Title Participant/Title

Students StrengthsInclude a description of behavioral strengths (e.g., ignores inappropriate behavior of peers, positive interactions

with staff, accepts responsibility, etc.)

Operational Definition of Target BehaviorInclude a description of the frequency, duration and intensity of the behavior.

SettingInclude a description of the setting in which the behavior occurs (e.g., physical setting, time of day, persons involved.)

AntecedentsInclude a description of the relevant events that preceded the target behavior.

ConsequencesInclude a description of the result of the target behavior (e.g. removed from classroom and did not complete

assignment. What is the payoff for the student?)

Environmental VariablesInclude a description of any environmental variables that may affect the behavior (e.g., medication,

weather, diet, sleep, social factors.)

Hypothesis of Behavioral Function- Include a hypothesis of the relationship between the behavior and the environment in which it

occurs.


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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)

Complete when the team has determined a Behavioral Intervention Plan is needed.

Students StrengthsDescribe students behavioral strengths

Target Behavior

Is this behavior a Skill Deficit or a Performance Deficit

Skill Deficit: The student does not know how to perform the desired behavior.

Performance Deficit: The student knows how to perform the desired behavior, but does not consistently do so.

Hypothesis of Behavioral FunctionInclude hypothesis developed through the Functional Behavioral Assessment (attach completedform). What desired thing(s) is the student trying to get? OR What undesired thing(s) is the student trying to avoid?

Summary of Previous Interventions AttemptedDescribe any environmental changes made, evaluations conducted, instructional

strategy or curriculum changes made or replacement behaviors taught.

Replacement BehaviorsDescribe which new behaviors or skills will be taught to meet the identified function of the target behavior

(e.g. student will slap his desk to replace striking out at others). Include description of how these behaviors/skills will be taught.

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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)

Behavioral Intervention Strategies and Supports

EnvironmentHow can the environment or circumstances that trigger the target behavior be adjusted?

Instruction and/or CurriculumWhat changes in instructional strategies or curriculum would be helpful?

Positive SupportsDescribe all additional services or supports needed to address the students identified needs thatcontribute to the target behavior.

Motivators and/or RewardsDescribe how the student will be reinforced to ensure that replacement behaviors are more motivatingthan the target behavior.

Restrictive Disciplinary MeasuresDescribe any restrictive disciplinary measures that may be used with the student and any

conditions under which such measures may be used (include necessary documentation and timeline for evaluation.)

Crisis PlanDescribe how an emergency situation or behavior crisis will be handled.

Data Collection Procedures and MethodsDescribe expected outcomes of the interventions, how data will be collected andmeasured, timelines for and criteria to determine success or lack of success of the interventions.

Provisions For Coordination with CaregiversDescribe how the school will work with the caregivers to share information, providetraining to caregivers if needed, and how often this communication will take place.

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GOALS AND OBJECTIVES/BENCHMARKS

Complete for initial IEPs and annual reviews. (Anyone responsible for implement ing the IEP (e.g. , goals andobject ives/benchm arks, accommod at ions, modif icat ions and sup ports) mu st be not i f ied of her/his specif ic responsibi l i t ies.)

REPORTING ON GOALS

The progress on annual goals will be measured by the short-term objectives/benchmarks. Check the methods that will be used to notifyparents of the students progress on annual goals and if theprogress is sufficient to achieve the goals by the end of the IEP year:

Report cards Progress reports Parent conference Other (specify)__________________________

CURRENT ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Results of the ini t ia l or most recent evaluat ion and results on dist r ic t -wide assessments relevant to this go al; performanc e i

com par ison to general educat ion peers and standards.

Student AM can successfully count the numbers 1-10 without assistance according to direct observation and data collection.

GOALS AND OBJECTIVES/BENCHMARKS

The goals and short -term objectives or benchmarks shall meet the students educational needs that result from the studentdisabi l i ty , inc ludin g involvement in and progress in the general curr iculum , or for preschool students, part ic ipat ion i

appro priate activit ies.

Goal Statement #__1__of__9___

When prompted, AM will count aloud using manipulatives from 1-20 with 100% accuracy on 5 consecutive probe trials.

Indicate Goal Area: Academic Functional Transition Illinois Learning Standard: #___K.CC1___

Title(s) of Goal Implementer(s)

IEP Team

Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal

When prompted, AM will count aloud using manipulatives from 1-15 with 100% accuracy on 3 out of 5 probe trials.

EvaluationCriteria

EvaluationProcedures

Schedule forDetermining Progress

Dates Reviewed/Extent of Progress (Optional

100 % Accuracy Observation Log Daily

3/5 # of attempts X Data Charts WeeklyOther (specify) Tests X Quarterly

Other (specify) Semester

Other (specify)



EvaluationCriteria





5 /5 # of attempts X Data Charts Weekly

Other (specify) Tests X Quarterly


Other (specify)



EvaluationCriteria





3 /5 # of attempts X Data Charts Weekly

Other (specify) Tests X Quarterly


Other (specify)


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EDUCATIONAL ACCOMMODATIONS AND SUPPORTS

Complete for initial IEPs and annual reviews. (Anyone responsible for implement ing the educat ional accomm odat ions musbe not i f ied o f her/his specif ic respons ibi l i t ies).

TRANSITIONYes No NA Consideration of service needs, goals, and support/services is required (by age 14 , the team must address transition

service needs). If yes, complete the Transition Services section of the IEP.

Yes No NA Consideration of Home-Based Support Services Program for Mentally Disabled Adults for eighteen-year-old student isrequired. If yes, complete the Home-Based Support Services Program section of the IEP.

CONSIDERATION OF SPECIAL FACTORS

Check the boxes to indicate if the student requires any supplementary aids and/or services due to the following factors. For any boxchecked yes, specify the special factors in the Supplementary Aids, Accommodations and Modifications section listedbelow.

Yes No assistive technology devices and services

Yes No communication needs

Yes No deaf/hard of hearinglanguages and communication needs

Yes No limited English proficiencylanguage needs

Yes No blind/visually impairedprovision of Braille instruction

Yes No behavior impedes students learning or that of others. If yes, the team must consider strategies, including positivebehavioral interventions and supports to address behavior. This may include a Functional Behavioral Assessmentand/or a Behavioral Intervention Plan. If, so attach any completed forms.

LINGUISTIC AND CULTURAL ACCOMMODATIONS

Yes No The student requires accommodations for the IEP to meet her/his linguistic and cultural needs.If yes, specify any needed accommodations:

Yes No Special education and related services will be provided in a language or mode of communication otherthan or in addition to English. If yes, specify any needed accommodations:

SUPPLEMENTARY AIDS, ACCOMMODATIONS, AND MODIFICATIONSSpecify what aids, accommodations, and modifications are needed for the child to make progress toward annual goals, to progress in the generaeducation curriculum, participate in extracurricular and other non-academic activities, and to be educated and participate with other children withdisabilities and/or nondisabled children (e.g., accommodations for daily work, environmental accommodations, moving from class to class, etc.)Supplementary aids, accommodations, and modifications must be based upon peer-review research to the extent practicable.

Student AM will use Boardmaker software to practice reading, and will use PECS (Picture Exchange CommunicationSystem) to practice verbally communicating with peers and staff. She will use a picture schedule throughout the schoolday to help her transition between activities and create independence in her daily routine. She will also have aparaprofessional go to her general education art class with her to assist in the class activities.

SUPPORTS FOR SCHOOL PERSONNEL

Yes No Program trainings and/or supports for school personnel are needed for the student to advance appropriately toward attaining

the annual goals, participate in the general curriculum, and be educated and participate with other students in educationalactivities. If yes, specify what trainings and/or supports are needed, including when appropriate, the information thatclarifies when the trainings and/or supports will be provided, by whom, in what location, etc.


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ASSESSMENT

CLASSROOM-BASED ASSESSMENTS

Yes No Student requires accommodations to participate in classroom-based assessments.

Yes No Student requires alternate assessment/methods to participate in classroom-based assessments

DISTRICT-WIDE ASSESSMENTSDistrict does not administer district-wide assessments

District does not administer district-wide assessments at this grade level: _________

Student will:

Participate in the entire district-wide assessment with no accommodations

Participate in the entire district-wide assessment with accommodations

Participate in part(s) of the district wide assessment (specify)

Participate in the district-wide alternate assessment

STATE ACADEMIC ASSESSMENTS

The State academic assessments are the Illinois Standards Achievement Test (ISAT) at grades 3-8 and the Prairie State AchievementExam (PSAE) at grade 11, Illinois Measure of Annual Growth in English (IMAGE) in grades 3-8 and 11 (for English Language Learner (ELL)students), and Illinois alternate Assessment (IAA) in grades 3-8 and 11.

State academic assessments are not administered at this grade level __________

Student will:

Participate in the ISAT/PSAE/IMAGE with no accommodations

Participate in the ISAT/PSAE/IMAGE with accommodations

Participate in the IAA

If the student will participate in the IAA, the following were met:

The ISAT/PSAE/IMAGE is not appropriate (specify)

The IAA participation guidelines were met

The alternate assessment selected is appropriate for the student (explain)

STATE ASSESSMENT OF LANGUAGE PROFICIENCY

The State assessment of language proficiency is Assessing Comprehension and Communication in English State to State (ACCESS) ingrades K-12

Yes No ENGLISH LANGUAGE LEARNER (ELL). If NO, skip to next section

Student will:

participate in the ACCESS with no accommodations

participate in the ACCESS with accommodations

ASSESSMENT ACCOMMODATIONSIf the student is participating in any of the above assessment(s) with accommodations, specify the needed accommodations (e.g., extendedtime, alternate setting, auditory testing) necessary to measure the students academic achievement and functional performance . Theaccomm odat ions sho uld b e appropr iate for that par t icular assessment and ref lect ive of those al ready ident i f ied for the student in the

Supplementary Aids, Accomm odat ions, and Modi f icat ions sect ion.

Student AM will participate in Illinois Alternate Assessments, and she will receive extended time, the material will be readaloud to the student for her to answer, and she will take the test in a separate room to eliminate distractions.


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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_EDUCATIONAL SERVICES AND PLACEMENT

Initiation Date:______/_______/______ Duration Date: ______/_______/_______

PARTICIPATION IN GENERAL EDUCATION CLASSES

The IEP must address all content areas, classes, and specify if the student will participate in general physical education.

General Education with No Supplementary Aids(Specify content areas, classes, whether or not the child will participate in general physical education, and extracurr icular

and other no nacademic act iv i t ies.)

Minutes Per Weekin Setting

(Optional)None

General Education with Supplementary Aids (as specified in the Supplementary Aids section)(Specify content areas, classes, whether or not the child will participate in general physical education, and extracurr icularand other nonacademic act iv i t ies with suppor ts, i f appl icable.)

Minutes Per Weekin Setting(Optional)

Student will participate in an adapted physical education class with support from paraprofessionals. She will also participatein a general education art class with support from a paraprofessional.

Special Education and Related Services within the General Education Classroom(Specify content areas and classes in which the child will participate with the provision of special education and relatedservices. List each special education and related service that will be provided during each class. )

Minutes Per Weekin Setting

None

PARTICIPATION IN SPECIAL EDUCATION CLASSES/SERVICES

The IEP must address all special education and related services.

Special Education ServicesOutside General Education Minutes Per Weekin Setting

The student will receive one-on-one, individualized instruction in reading, math, writing, and performing jobsaround the school.

A

Related ServicesOutside General Education Minutes Per Weekin Setting

The student will receive speech therapy services twice per week. She will participate in these activities in agroup setting on the first day, and receive individual instruction on the second day.

B

Educational Environment (EE) Calculation (Ages 3-5)_________ 1. Minutes spent in regular early childhood program_________ 2. Minutes spent receiving special education and

related services outside regular early childhood(A+B)

Educational Environment (EE) Calculation (Ages 6-21)_________ 1. Total Bell to Bell Minutes_________ 2. Total Number of Minutes Outside of the

General Education Setting (A+B)


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EDUCATIONAL SERVICES AND PLACEMENT

EDUCATIONAL ENVIRONMENT CONSIDERATIONS

To the maximum extent appropriate, all students shall be educated and participate with students who are non-disabled. Provide an explanation of theextent, if any, to which the student will not participate in general education classes and activities.

Yes NoSpecial education classes, separate schooling, or removal from the regular education environment is required because the nature or severiof the students disability is such that education in general classes with the use of supplementary aids and services cannot be achievesatisfactorily.

Explain:________________________________________________________________________________________________________

Yes NoWill participate in nonacademic activities with nondisabled peers andhave the same opportunity to participate in extracurricular activities asnondisabled peers?

If no, explain:____________________________________________________________________________________________________

Yes NoWill attend the school he or she would attend if nondisabled?

If no, explain:____________________________________________________________________________________________________

PLACEMENT CONSIDERATIONS

When determining the placement, consider any potentially harmful effect either on the student or the quality of services that he/she needs. Aftedetermining the students placement, complete the Placementsection on this cover sheet.

Yes NA For a child who is deaf, hard or hearing, blind or visually impaired, parents have been informed of existence of the Illinois Schoolfor the Deaf or the Illinois School for the Visually Impaired, and other local schools that provide similar services.

PLACEMENT OPTIONS CONSIDERED POTENTIALLY HARMFUL EFFECT/REASONS REJECTED

TEAM ACCEPTS PLACEMENT

Separate school for students withdisabilities

Student loses opportunities topractice social skills andcommunication with peers withoutdisabilities

Yes No

General Education Curriculum Student does not have enoughsupport, and would not receiveability appropriate instruction

Yes No

ASSIST Program- Self-containedclassroom working on functional life skillsand students level of academicinstruction. Attends general educationelectives.

Yes No

TRANSPORTATIONCheck al l that apply

Yes No Special transportation is required to and from schools and/or between schools.

Yes No Special transportation is required in and around school buildings.

Yes No Specialized equipment (such as special or adapted buses, lifts, and ramps) is required.

Please explain and/or detail transportation plan:Student AM rides a bus for students with disabilities that picks her up from her home and drops her off where staff is waiting for her in the morning.

EXTENDED SCHOOL YEAR SERVICES

Yes No Extended school year services are needed. The IEP team must document the consideration of the need for extendedschool year services and the basis for the determination.

If yes, the IEP must indicate the type, amount and duration of services to be provided.

SPECIAL EDUCATIONSERVICE(S)

LOCATION AMOUNT/FREQUENCYOF SERVICES

INITIATIONOF

SERVICES

DURATIONOF SERVICES

GOAL(S)ADDRESSED


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MANIFESTATION DETERMINATION (AS APPROPRIATE)

Complete when determining whether a students behavior was a manifestation of her/his disability.

Disability:

Incident(s) that Resulted in Disciplinary Action

The Students IEP and Placement(include a review of all relevant information in the childs file, including the childs IEP)

Observations of the Student (include a review of staff observations regarding the students behavior)

Information provided by the Parents (include a review of any relevant information provided by the parent(s)

Based upon the above information, the team has determined that:

Yes No The conduct was caused by or had a direct and substantial relationship to the students disability.

Yes No The conduct was the direct result of the school districts failure to implement the IEP.

If Yes to either of the above, the behavior must be considered a manifestation of the students disability.

Check the appropriate box:

The students behavior WAS NOT a manifestation of her/his disability. The relevant disciplinary procedures applicable to students withoudisabilities may be applied to the student in the same manner in which they are applied to students without disabilities. If the district initiatesdisciplinary procedures applicable to all students, the district shall ensure that the special education and disciplinary records of the student with adisability are transmitted for consideration by the person or persons making the final determination regarding the disciplinary action.

The students behavior WAS a manifestation of her/his disability. The team must review and revise the students IEP as appropriate and thedistrict must take appropriate action. A functional behavior analysis will or has been completed. The behavior intervention plan shall be completedor modified/reviewed as required to address behavior.


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ADDITIONAL NOTES/INFORMATION


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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_REPORT OF PROGRESS ON ANNUAL GOALS (OPTION 1)

Specify the extent to which the students progress is sufficient to enable the student to achieve the goals by the end of theIEP year. Districts may use this page to report on student progress OR may use the option two page that would include datacharts to indicate a students progress.

Students NameType of Report

Date Report Card 1 2 3 4 Quarte

Staff Name Progress Report 1 2 3 4 Quarte

Title Parent Conference

GOALNUMBER

MEASURABLE ANNUAL GOAL

REPORT OF PROGRESS:

ADDITIONALCOMMENTS

CompletedMaking

ExpectedProgress

Not MakingExpectedProgress


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STUDENT NAME:_______Student AM____________________DATE OF MEETING:_11/18/13_By: _Chad Bobbit_REPORT OF PROGRESS ON ANNUAL GOALS (OPTION 2)

Specify the extent to which the students progress is sufficient to enable the student to achieve the goals by the end of theIEP year. Districts may use this page to report on student progress OR may use the option one page.

Students NameType of Report

Date Report Card 1 2 3 4 Quarte

Staff Name Progress Report 1 2 3 4 Quarte

Title Parent Conference

GOALNUMBER

MEASURABLE ANNUAL GOAL REPORT OF PROGRESS(INSERT DATA CHARTS)

Documents

Practicum IEP Assignment Fa13